Jungle Chatter Speech-Language Therapy in Early Intervention

1. Jungle ChatterSpeech-Language Therapy in Early Intervention With Cheryl Horn, M.S., CCC-SLP & EI Service Coordinators / Special Instructors: Jacynda Shepard, B.A. Anne Falkenhagen ,B.A. Heather Sharp, B.S., Special Instructor /Parent

2. Objectives • Describe philosophy of the EI program and the roles of the SLP and special instructors • Provide a variety of practical therapy ideas to encourage sound production in children 1 to 3 years of age with a variety of diagnoses • Develop speech activity plans with team implementation • Describe measurements of articulation (sound production / phonology) and transition to preschool program

3. You Can’t Make a Turtle Come Out Words and music by Malvina Reynolds Sung by Paul Epstein

4. You can't make a turtle come out,No, you can't make a turtle come out,You can call him or coax him, shake him or shout,But you can't make a turtle come out, come out,No, you can't make a turtle come out.

5. If he wants to stay in his shell,Yes, if he wants to stay in his shell,You can knock on the door but you can't ring the bell, And you can't make a turtle come out, come out,No, you can't make a turtle come out.

6. Be kind to your four-footed friends, Be kind to your four-footed friends,A poke makes a turtle retreat at both ends, And you can't make a turtle come out, come out, No, you can't make a turtle come out.

7. So you'll have to patiently wait,Yes, you'll have to patiently wait,And when he gets ready, he'll open the gate, But you can't make a turtle come out, come out,No, you can't make a turtle come out.

8. And when you forget that he's there,Yes, when you forget that he's there,He'll be walking around with his head in the air,But you can't make a turtle come out, come out, No, you can't make a turtle come out.

9. EARLY INTERVENTION Infants and toddlers with special needs receive services with a family focus to enhance their early development including special instruction, physical, occupational, and speech therapies, nutritional consultations and other family supports. These services are provided in the home, at the child's day care center or other locations in the community.

10. Common Core knowledge needed by all team members:

11. OurTeam Primary Service Provider (PSP)

12. “The use of transdisciplinary or PSP models may be appropriate for SLPs. Early intervention is a field with many disciplines represented as practitioners and in which the roles vary according to the needs of the child. Teams benefit from joint professional development and can enhance each other's knowledge and skills as well as through role extension and role release for specific children and families. It is not appropriate or suitable for SLPs to be asked to train others to perform professional level services unique to SLPs or for SLPs to perform services outside of their scope of practice “ American Speech-Language-Hearing Association. (1997b). Multiskilled personnel: Technical report. Available from www.asha.org/policy

13. Transdisciplinary Speech Therapy Services • Speech Therapist is responsible for: • - evaluations / assessments in communication • and swallowing skills • - determine type of communication disorder • - determine if referrals are needed in these areas • - plan intervention / activity plan • - reassess progress and adjust plan • Special Instructor implements: • - activities to enhance child development in all areas • - specific recommendations of therapists • - literacy activities • - special training / skills • - assists caregivers in follow through

14. Who sees the SLP…When? Caseload Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1400 et seq.

16. One hour a week = 1% of the child’s waking time • (LeLaurin, 1992) • Intervention throughout child’s day = caregiver • has to be primary interventionist (Swigert, 2004) • Home visits = mothers reported perception of more • control over life events (Affleck et al, 1989) • Intense professional services = increase stress on • families (JAQM, Vol.2, No.3, Fall, 2007) • Limit number of professionals & visits to needs of • child = decrease stress on families (JAQM, 2007) EI Speech Therapy: Frequency of Service

17. Service Delivery Features

18. Menu of Parent / Caregiver Involvement • Grieving • Circumstances • Provides choices to child • Has routine / schedule • Cultural Beliefs • Home language(s) • Willing to modify learning environment • Uses strategies to make positive changes in • behavior: adult / child child / child • Participates during visits • Carries through – activities completed between visits

19. Child Development in Communication Imitation

20. Language Stimulation: Imitation Animal Sounds Play Sounds Moo…neigh-neigh… Baa..oink…quack…. Brrrm…Brrrm

21. Imitation Gestures Facial Expressions

22. Gesture Imitation

23. VocalImitation

24. Sensory Activities and Language Stimulation

25. Oral Motor “Using Movement to Help the Mouth” pp.145-146

26. Enhancing Communication Development Keyword Signing

27. Mybabycantalk.com

28. When something else is needed.. Pointing to Pictures Point to communicate choice

29. When something else is needed.. Receptive Language Visual Supports Expressive Language: Get your shoes

30. PECS: Picture Exchange Communication System

31. Brody

33. Helpful Resources http://www.childrensmercy.org/healthcareprofessionals.aspx

34. Beckman Oral Motor Protocol

35. Pamela Marshalla Oral Motor Therapy SEVEN STAGES OF PHONEME DEVELOPMENT: 1. PREPARING: getting the voice ready for speech Ex. Use Speech / Sound Activation Toys to encourage voicing kazoo Vowel sounds learned at this Stage: ä, ē, ū, ō, Consonants: m, ng, n Available online for $14.99 at: http://www.trainparty.com/products/ipl4571.html (don’t use whistle at this stage)

36. Using Sound Activated Toy

37. Pamela Marshalla Oral Motor Therapy 2. SPEECHIFYING: making “speech-like” sounds & laughing aloud Ex. Use Natural Sound Amplifiers such as bowls & cups, toy microphones, bathtub, to encourage child to play with his voice. Parent Tip: Try recording your child’s voice on your cell phone.

38. Pamela Marshalla Oral Motor Therapy 3. HONING – learns oral motor movements for hissing sounds, popping sounds and stop sounds: sh, z, p, t, b, d, g EX. Raspberries (11 different kinds ) Assign meaning: Lip raspberries = motor sounds Tongue-lip raspberries= rejection Tongue-back of throat=crashing sounds Ex. Pat mouth (like playing Indian) to teach concept of building up inter-oral air pressure. Ex. Vowelizing- “eieio” Old MacDonald

39. Pamela Marshalla Oral Motor Therapy 3. Honing …continued….Uses one syllable words: bee, boo, boe, dough, Dee, day, go

40. Pamela Marshalla Oral Motor Therapy 4. OSCILLATING – Classic Babbling CVCVCV Ex. Use puppet to model babbling Let's Play Elmo Says! Hand Puppet Book

41. Pamela Marshalla Oral Motor Therapy 5. SOLIDIFYING – Baby Talk Ex. “All done” pronounced “aw du” Ex. “What’s that?” pronounced “^ dă?” Ex. Banana becomes “nana” Ex. Bird becomes “birdie” adding y or ie

42. Pamela Marshalla Oral Motor Therapy 6. ADVANCING - expressive jargon, whispers, sings talks on telephone Ex. Encourage child to “read” familiar storybooks to you

43. Pamela Marshalla Oral Motor Therapy 7. FINISHING – Learning to add clusters Child uses phrases, sentences, and conversation.

44. Activity Based Scripted Play

45. STRATEGIES

46. Literacy: Commenting and Role Playing the Story

47. Activity Based Scripted Play“To Her, To Him” (R34a, p.60)

48. Activity Based Scripted Play:P sound in “Pop the Bubbles” (S5b, p.127) Imitate / Identify environmental noises“Did You Hear That?” (P44, p.32)

49. SLP materials for sounds

50. Materials for Sounds Realistic Photo Flashcards Objects in see through blocks